Post on 16-Dec-2015
Full Individual Evaluation
StaffingARD meeting
REED and REED meeting
Evaluation
Notice
Reevaluati
on
Parent ReportReview
Consen
t
Testing Battery: Breadth and Depth
Conduct Achievement testing first. Get scores in:
Basic Reading Reading Fluency Reading Comprehension Written Expression Math Calculation Math Problem Solving Oral Expression* Listening Comprehension*
Testing Battery: Breadth and Depth Continued
• Choose a main battery and supplement to round out all the G’s
• Best practice suggests the use of co-normed tests, (If you used the KTEA 2, consider the KABC 2 as the primary battery to examine cognitive skills, WJ III-ACH, use the WJ III Cog)
• CHC theory describes cognitive skills as 97 narrow skills combined into 7 major factors that predict learning
• An FIE will include all 7 G’s with 2 subtests in each area (exception: Ga is characterized by phonetic coding on our evaluations so you would want 2 measures of phonetics)
Testing Battery: Breadth and Depth Continued
• Use Assessment Planning Guide to aid in test/subtest selection; choose an original battery and score
• When the 2 subtests are discrepant from one another, you will need more information which may include classroom data, curriculum or criterion referenced data OR norm-referenced data. Are the scores significantly different and is the difference unusual? What is the difference between the two subtests (input vs output)?
• Do not discard a subtest score unless you have documentation that it is not valid (child fell asleep, had a seizure, fire drill interrupted…)
Every score tells you something
Testing Battery: Breadth and Depth Continued
• Is there a pattern of strengths and weaknesses in cognitive processing?
• Analyze your data: Examine what is required in a subtest and how it translates into the classroom (memory span vs working memory, Atlantis vs Rebus)
• Is there an academic deficit in the classroom, on norm-referenced data?
Convergence of data is important
Testing Battery: Breadth and Depth Continued
• Does the pattern of strengths and weaknesses in cognitive processing match the pattern of strengths and weaknesses in academics?
• Is there a need for specially designed instruction for the child to make progress toward grade level expectations?